Sentences with phrase «teacher knowledge matters»

While there is certainly evidence that teacher knowledge matters, there is scant evidence that the knowledge reflected in high standardized test scores is closely correlated with becoming a good teacher.

Not exact matches

Some teachers do hear what the students are saying, Constantine says, and even at the high school level, where some teachers believe that their job is strictly to teach the content and that's it, they are doing icebreaker activities in class that have nothing to do with subject - matter knowledge.

«So many new teachers seem to believe that a knowledge of subject matter is enough,» said Jack Burns, principal and chief administrator at South Pacific Academy, in American Samoa.

An Incomplete Education: Trained for the elementary or high school grades, middle school teachers often lack knowledge about subject matter and young adolescents.

Professional references, GPA scores, and subject matter knowledge scores were also connected to teachers» evaluation outcomes, as well as to their attendance.

Kamras: A quality teacher, in my view, is someone who: 1) knows his / her subject matter with great proficiency; 2) has the demonstrated capacity — as measured by quantifiable student achievement — to share that knowledge with children; 3) holds all children, regardless of background, to the highest of standards of excellence; 4) leads by taking full responsibility for his / her students» achievement; and 5) inspires students to pursue dreams they never imagined.

Teachers also complete a series of written exercises that probe the depth of their subject - matter knowledge as well as their understanding of how to teach those subjects to their students.

In a 2001 study, Robert Strauss and William Vogt found that the productivity of teachers is driven primarily by their knowledge of subject matter rather than of pedagogical techniques.

Of the many teachers in our public schools, who have deep knowledge of subject matter and of how to engage youngsters» minds, most are in despair over the limits put on them by the mindless work demanded by high - stakes tests.

Through this recognition program, these schools can serve as models for others designing strategies to improve teachers» skills and knowledge of subject matter.

Why Schools Matter also fails to discuss — mostly because it was not included in the TIMSS surveys — how teachers» knowledge and skills differed across countries and what effect that might have on achievement.

Poor schools are home to more rookie teachers, those with less subject - matter knowledge, lower certification exam scores, you name it.

They want teachers to be experts in their subject matter, yet respectful of student knowledge.

According to Hattie, teacher subject - matter knowledge had an effect size of 0.19, meaning that it was far less effective than other factors like classroom management (0.52) or effective teacher feedback (0.75).

It's true that Eisenberg failed to find a correlation between teachers» GPAs and their students» achievement, but GPA is considered a fairly crude measure of a teacher's subject - matter knowledge; teachers presumably take courses in college other than those in their subject area, courses that might drag their GPAs down.

So are schools where teachers have 120 or more students to get to know (with this 120 shuffled at the end of each semester); where serious learning is broken up into snippets of 50 - minute «subject matter periods» arranged in no intellectually coherent order; where assessment keeps knowledge tightly packaged in separate intellectual domains; where short - term memory work is rated as deserving the highest value at the expense of original, long - term analytic work; and where the intellectual engine of the curriculum comes at most students and teachers as a list of subjects and skills, usually far too long for the careful savoring and devoted practice that leads to deep understanding and worthy habits.

Another example: in Teacher Quality and Student Achievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification Teacher Quality and Student Achievement: A Review of State Policy Evidence (1999), Darling - Hammond reviews what the research says about the relationship between student achievement and many different teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification teacher variables, including teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification teacher's general academic ability, intelligence, subject - matter knowledge, pedagogical knowledge, experience, and certification status.

The subject - matter portion was a test of a teacher's knowledge of the subject area that he or she was going to teach.

Under the ESEA proposal, states would be required to adopt performance examinations for all new teachers, requiring them to demonstrate both subject - matter knowledge and teaching expertise.

Certainly in high schools, where teachers often specialise into one or two subject areas, there is a real emphasis on the subject matter knowledge of the teacher - which is why, the claim goes, that if you want to teach history, you should first learn a lot about history, and if you want to teach mathematics, then you should get a degree in mathematics.

Rather, what matters most is how students and teachers use technology to develop knowledge and skills.

Hill, H.C., Ball, D.L., Sleep, L. & Lewis, J.M. (2007) Assessing Teachers» Mathematical Knowledge: What Knowledge Matters and What Evidence Counts?

Also, «Subject Matter Knowledge» is rather low on the list — but I've read numerous articles / attended many conferences where they discuss the importance of teachers being subject matter eMatter Knowledge» is rather low on the list — but I've read numerous articles / attended many conferences where they discuss the importance of teachers being subject matter ematter experts

content knowledge, the teacher shall demonstrate a thorough knowledge of the subject matter area and curriculum;

Beatty, who has been using and studying CRS products for more than a decade, acknowledges that the language and purpose of the question cycle, which he says is «to form habits of mind and find the limits of knowledge,» sound more ivory tower than AP Bio, but he contrasts the current norm — the quick and shallow recall of facts required of American high school science and math students — with his larger objective: renouncing the myth of coverage, the idea that what a teacher covers in class matters.

-LSB-...] enough, teacher subject matter knowledge has been shown to make little difference by John Hattie «s big data crunch (Despite how others might feel).

The abundance of stories from teachers about how motivated weak readers have become, and how much better those kids feel about themselves as a result of being included in reading the core texts and doing the work of the unit, is — without question — a summative finding of the Knowledge Matters School Tour.

Efforts to Improve Teacher Quality: Instead of requiring its teachers to complete minimum degrees or coursework in the subjects they plan to teach, Oregon requires its high school teachers to demonstrate subject - matter knowledge by passing tests in their areas of endorsement prior to certification.

Another problem is that school improvement is not seen as a matter of refining teachers» knowledge and skills.

Subject - matter knowledge: The evidence is somewhat mixed, but it suggests that teachers» knowledge of their subject matter, as measured by degrees, courses, and certification in that area, is associated with high performance.

Our data suggest that it is what teachers do to promote application of phonics knowledge during the reading of connected text that matters most.

This framework recognizes that teachers should integrate technological knowledge with subject matter learning, rather than focusing only on technological knowledge at the expense of appropriate pedagogy or the content (Koehler & Mishra, 2009).

In particular, they emphasize the context - specific nature of teaching and the need for teachers to integrate knowledge of subject matter, students, and contextual conditions as they make instructional decisions, engage students in learning, and reflect on practice (Wayne & Youngs, 2003).

Knowledge matters — Prepare teacher leaders to draw on their content knowledge expertise when working with instructional teams of teachers and adminiKnowledge matters — Prepare teacher leaders to draw on their content knowledge expertise when working with instructional teams of teachers and adminiknowledge expertise when working with instructional teams of teachers and administrators.

In this article we will investigate the role that conversation plays throughout instruction toward building teacher capacity and student self - efficacy in subject matter knowledge.

More frequently, studies were designed to examine the effect of a comprehensive preparation program, yielding findings of value to those interested in replicating the entire program, but with less utility to those interested in understanding which knowledge and skills mattered for which teacher leader roles.

According to new findings released by YouthTruth, a national nonprofit that harnesses students» perceptions to help educators identify needs and accelerate improvements, 32 percent of high school students do not feel positively about their teachers» content knowledge of the subject matter being taught.

Pedagogical Content Knowledge — What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations By Adela Solís, Ph.D., IDRA Newsletter http://www.idra.org/resource-center/pedagogical-content-knowledge/

Findings from four studies indicated that teacher leaders with deeper knowledge of subject matter content and pedagogy were more likely than those without such knowledge to provide support to teachers» implementation of instructional materials.

Armed with the knowledge that quality teaching matters most for student learning, policymakers from state to state are racing to adopt new educational accountability measures that seek, among other things, to evaluate teacher effectiveness with more rigorous, evidence - based instruments.

The rigorous criteria involved in achieving Qualified Teacher Status (QTS) ensures that teachers possess solid knowledge and understanding of educational values and subject matter, and high standards of planning, monitoring, assessment and class management.

Pedagogical Content Knowledge — What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations Adela Solís, Ph.D., IDRA Newsletter http://www.idra.org/resource-center/pedagogical-content-knowledge/

Each school is responsible for providing staff development to extend its teachers» knowledge and use of innovative teaching strategies, technology, and contemporary subject matter.

The CoRDS model provides teachers with a pedagogical tool that works concertedly with other subject matter approaches and allows students to access their analytical and creative faculties to demonstrate understanding or reveal gaps in their knowledge.

States can reserve up to 3 percent of their Title II funds for investments in «teacher, principal, or other school leader certification, recertification licensing, or tenure systems or preparation program standards and approval processes to ensure that (i) teachers have the necessary subject - matter knowledge and teaching skills, as demonstrated through measures determined by the State.»

Congress should establish within the Elementary and Secondary Education Act a federal definition for a «highly effective teacher» that includes criteria, such as but not limited to knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.

Teachers may be able to ascertain the depth of a candidate's subject matter knowledge in a way an administrator can't.

States and districts should include multiple measures of performance, including but not limited to input measures such as evidence of a teacher's knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.

Smaller class sizes, private schooling, homework and discipline do not make a difference to the quality of education, explains education expert John Hattie — «what really matters is interaction with teachers, clinical teaching, constantly measuring each student's knowledge and responding to their individual needs».

The teacher was to have a solid foundation in the arts and sciences, a breadth and depth of knowledge of the subject to be taught, and an understanding of subject matter pedagogy and curriculum development.